Learning With and Without Feedback in Children With Developmental Language Disorder
Learning With and Without Feedback in Children With Developmental Language Disorder
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DOI：
10.1044/2021_jslhr-20-00499
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发表时间：
2021-05-01
影响因子：
2.6
通讯作者：
Hea, Xinyi
中科院分区：
文献类型：
--
作者：
Arbel, Yael;Fitzpatrick, Isabel;Hea, Xinyi
目的：对患有发展性语言障碍的学龄儿童的干预通常依赖于提供表现反馈，但目前尚不清楚患有这种障碍的儿童是否受益于基于反馈的学习。本研究评价了表现反馈对发展性语言障碍儿童学习的影响。方法：13名8 ~ 12岁的发展性语言障碍儿童和14名年龄和性别相匹配的典型语言发展儿童完成了两项学习任务，其目标是将非单词小说名称与小说对象配对。这两个任务不同的表现反馈的存在，以指导学习。即时和后续测试的学习成果之间的反馈为基础的和无反馈的任务进行了比较。此外，一个电生理标记的反馈处理之间的儿童和没有发育性语言disorder.Results：儿童发育性语言障碍表现出较差的学习成果，在这两个任务相比，他们的同龄人，但两组取得了更好的准确性，在无反馈的任务相比，基于反馈的任务。在基于反馈的任务中，孩子们在收到积极反馈后更有可能重复正确的反应，而不是改变它，但在收到消极反馈后，他们重复错误的可能性与纠正错误的可能性一样大。而具有典型语言的儿童引起的反馈相关的负性与负反馈的幅度更大，这种事件相关电位在发展性语言障碍儿童的正反馈和负反馈之间没有幅度差异。研究结果表明，8至12岁的儿童受益更多的反馈-自由的学习环境，负反馈在促进儿童学习方面不如正反馈有效。行为和电生理数据提供了证据，反馈处理受损的儿童发育性语言障碍。未来的研究应该使用其他学习范式来评估这种障碍儿童的反馈学习。
Purpose: Intervention provided to school-age children with developmental language disorder often relies on the provision of performance feedback, yet it is unclear whether children with this disorder benefit from feedback-based learning. The study evaluates the effect of performance feedback on learning in children with developmental language disorder.Method: Thirteen 8- to 12-year-old children with developmental language disorder and 14 age- and gender-matched children with typical language development completed two learning tasks whose objective was to pair nonword novel names with novel objects. The two tasks differed in the presence of performance feedback to guide learning. Learning outcomes on immediate and follow-up tests were compared between the feedback-based and feedback-free tasks. Additionally, an electrophysiological marker of feedback processing was compared between children with and without developmental language disorder.Results: Children with developmental language disorder demonstrated poorer learning outcomes on both tasks when compared with their peers, but both groups achieved better accuracy on the feedback-free task when compared with the feedback-based task. Within the feedback-based task, children were more likely to repeat a correct response than to change it after positive feedback but were as likely to repeat an error as they were to correct it after receiving negative feedback. While children with typical language elicited a feedback-related negativity with greater amplitude to negative feedback, this event-related potential had no amplitude differences between positive and negative feedback in children with developmental language disorder.Conclusions: Findings indicate that 8- to 12-year-old children benefit more from a feedback-free learning environment and that negative feedback is not as effective as positive feedback in facilitating learning in children. The behavioral and electrophysiological data provide evidence that feedback processing is impaired in children with developmental language disorders. Future research should evaluate feedback-based learning in children with this disorder using other learning paradigms.